Fact and Fiction: Exploring the Dutch Muslim Community September 27, 2006

1. Fact and Fiction:Exploring the Dutch Muslim CommunitySeptember 27, 2006

2. Interdisciplinary Research Projects • Problems & Information Needs of the Dutch Muslim Community • Engy Fahmy, dMLIS Candidate • Rebecca Martin, dMLIS Candidate • Muslim Students and Dutch Educational system Chris Blair, Undergraduate Honors: International Studies • Native Dutch/Dutch Muslim Relations Demi Antzoulatos, Undergraduate Honors: International Studies/Social Work

3. Background & Literature Review • Key Figures & Events • September 11, 2001 • Pim Fortuyn assassination, 2002 • Hirshi Ali’s film “Submission” 2004 • Theo Van Gogh murder, 2004 • Bias against Islam/East • Orientalism by E. Said (1978) • Covering Islam by E. Said (1981) • Silent No More:Confronting America’s False Images of Islam by P. Findley (2001) • Media misrepresentation • Immigration/Integration Policy • Headscarf Ban (France) • Limit of non-Dutch languages http://www.flickr.com/photos/rochalopes/106903043/

4. Challenges • Initial: • Finding non-biased media • Developing knowledge of Islam & Dutch culture • Human Subjects process • Narrowing research topic • In Amsterdam: • Finding subjects • Developing trust within community • Language barrier • Shifting focus of research • Time constraints

5. Methods • In-depth interviews • Snowball technique • Open-ended & Semi-Structured • Sample: ethnicities: Turkish, Iraqi, Egyptian, Moroccan, Palestinian; gender:7 male, 2 female; age range: 19-60 years • Urban observation • Mosque, Zeeburg neighborhood • Ethnographic Approach • Social network analysis (Haythornthwaite, 1996) Photo: E. Fahmy

6. Interviews Serendipitous experiences: Arabic café owner Women’s dress shop- Zeeburg Trip to Almere-Buiten- Dinner w/ Iraqi Family Other: UvA college students, Islam lecturer (Atef Hamdi) Important factors: Trust/Hospitality Sensitivity toward Issues Language (Arabic-English translation) Consent Forms vs. Reality

7. Muslim Students & the Dutch Educational System(Chris’ research) • Education as a means of integration • Discrimination in education & labor market • Anti-discrimination policy vs. reality • Labor market as indicator of socio-economic progress and integration http://web.venturacountystar.com/special/weekinphotos/091403/slide02.jpg

8. Native Dutch & Dutch Muslim relations(Demi’s research) • Economic and social disadvantages due to integration problems • Discriminatory views of Dutch are fear-based • Cultural misunderstanding leads to pillarisation- this leaves problems unresolved (pillarisation = dividing society into smaller segments, or pillars, according to religion or ideology, which operate separately from one another) • Need for improved integration policy in the Netherlands

9. Engy & Rebecca’s Research Questions 1. What are the main problems faced by the Muslim Community (MC) as an immigrant minority in Amsterdam? 2. How does the MC seek information to solve these issues? 3. What types of information resources do they seek? 4. How often do they use official/formal information resources in relation to unofficial/informal resources?

10. Information Problems • Prejudice • Immigration • Employment • Education • Misrepresentation in the media http://media.canada.com/814c9965-b489-435b-9825-28df62beaab8/muslims%20at%20prayer.jpg http://www.neerlandsfilmdoek.nl/Artikelen/Theo%20van%20Gogh%201.jpg

11. Urban Resident Information-seeking Behavior Model Adapted from Ellis, Kulthau, and Wilson’s ISB model

12. Comparison of Information-Seeking Traits • Similarities between MC and Urban resident ISB: • Ask friends, coworkers, and family members • Ask friends with professional background in their specific need • Use Internet • Seek appropriate governmental office/official • Differences: • Less dependence on Internet • Command of prevalent language increases success • Lack of interest in seeking official/formal resources due to frequent discrimination • Faster giving up on need in fear of creating problems or not following the system (immigration example)

13. Results/Conclusion • Prevalence of informal information sources • Ineffective problem-solving despite awareness of formal information resources • Lack of closely integrated social networks based on religion • Lack of participation in online communities • Muslim communities’ ISB matches typical urban resident ISB except for factors related to discrimination

14. In Their Words... “The world is much bigger than the street where we live” “Muslims need to open up more and explain who they are and what they stand for so people are not afraid; the Dutch need to listen more” “What is the definition of a terrorist...if we defend ourselves, are we terrorists?” “Be aware of generalizing in the media- simple news is used to incite hatred & anger” http://www.flickr.com/photos/pixx0ne/224299508/

15. Further Questions • How does our research compare with the situation of Muslim students in Germany? (Chris) • How can we modify current policies for successful integration in The Netherlands? (Demi) • What role do online communities play in integration in The Netherlands? (Engy & Rebecca) • How does information-seeking behavior among 1st generation Dutch-Muslims compare with 2nd generation Dutch-Muslims? (Engy & Rebecca) • What specific information grounds do various ethnic groups use within the Muslim community? (Engy & Rebecca)